6,619 results match your criteria Child Development[Journal]


Expressive Vocabulary Predicts Nonverbal Executive Function: A 2-year Longitudinal Study of Deaf and Hearing Children.

Child Dev 2019 Feb 11. Epub 2019 Feb 11.

City, University of London.

Numerous studies suggest an association between language and executive function (EF), but evidence of a developmental relationship remains inconclusive. Data were collected from 75 deaf/hard-of-hearing (DHH) children and 82 hearing age-matched controls. Children were 6-11 years old at first time of testing and completed a battery of nonverbal EF tasks and a test of expressive vocabulary. Read More

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http://dx.doi.org/10.1111/cdev.13226DOI Listing
February 2019

Secure Base Provision: A New Approach to Examining Links Between Maternal Caregiving and Infant Attachment.

Child Dev 2019 Feb 11. Epub 2019 Feb 11.

University of Maryland.

This observational study addressed a critical gap in the understanding of the precursors of infant attachment by examining whether a new conceptualization of maternal caregiving behavior, secure base provision (SBP), explained variance in attachment above and beyond variance explained by sensitivity. Participants included 83 low-socioeconomic status (SES), 4.5-month-old infants (56% male) and their mothers. Read More

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http://dx.doi.org/10.1111/cdev.13224DOI Listing
February 2019

Does Inattention and Hyperactivity Moderate the Relation Between Speed of Processing and Language Skills?

Child Dev 2019 Feb 9. Epub 2019 Feb 9.

University College London.

The causal role of speed of processing (SOP) in developmental language disorder (DLD) is unclear given that SOP has been implicated in other neurodevelopmental disorders such as attention-deficit/hyperactivity disorder. This study investigated associations between SOP, language, and inattention/hyperactivity in a U.K. Read More

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http://dx.doi.org/10.1111/cdev.13220DOI Listing
February 2019
2 Reads

Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis.

Child Dev 2019 Feb 9. Epub 2019 Feb 9.

University of Reading.

Interventions that train parents to share picture books with children are seen as a strategy for supporting child language development. We conducted meta-analyses using robust variance estimation modeling on results from 19 RCTs (N  = 2,594; M  = 1-6 years). Overall, book-sharing interventions had a small sized effect on both expressive language (d = 0. Read More

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http://doi.wiley.com/10.1111/cdev.13225
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http://dx.doi.org/10.1111/cdev.13225DOI Listing
February 2019
3 Reads

Perceptions of Pubertal Timing and Discrimination Among African American and Caribbean Black Girls.

Child Dev 2019 Feb 9. Epub 2019 Feb 9.

University of Michigan.

This study used a nationally representative sample of African American and Caribbean Black adolescent females to examine the relation between perceived pubertal timing relative to peers and discriminatory experiences. Participants included the 607 girls who participated in the National Survey of American Life-Adolescent (NSAL-A), and ranged in age from 13 to 17. Most African American girls perceived their development as on-time relative to their same-aged peers; whereas the majority of Caribbean Black girls perceived their development as earlier than their same-aged peers. Read More

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http://doi.wiley.com/10.1111/cdev.13221
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http://dx.doi.org/10.1111/cdev.13221DOI Listing
February 2019
2 Reads

The Development of Nonsymbolic Probability Judgments in Children.

Child Dev 2019 Feb 9. Epub 2019 Feb 9.

University of California, Berkeley.

Two experiments were designed to investigate the developmental trajectory of children's probability approximation abilities. In Experiment 1, results revealed 6- and 7-year-old children's (N = 48) probability judgments improve with age and become more accurate as the distance between two ratios increases. Experiment 2 replicated these findings with 7- to 12-year-old children (N = 130) while also accounting for the effect of the size and the perceived numerosity of target objects. Read More

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http://doi.wiley.com/10.1111/cdev.13222
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http://dx.doi.org/10.1111/cdev.13222DOI Listing
February 2019
1 Read

The Capricious Nature of Theory of Mind: Does Mental State Understanding Depend on the Characteristics of the Target?

Child Dev 2019 Jan 30. Epub 2019 Jan 30.

University of Otago.

Using a between-groups design and random assignment, this study examined 214 Turkish children's (M = 11.66 years) mindreading and general reasoning about in-group members (Turks), similar out-group members (Syrians within Turkey) and dissimilar out-group members (Northern Europeans). Children heard four mindreading and four general reasoning stories with in-group or out-group members as targets. Read More

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http://dx.doi.org/10.1111/cdev.13223DOI Listing
January 2019

Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems.

Child Dev 2019 Jan 29. Epub 2019 Jan 29.

La Trobe University.

This study investigates associations between trajectories of children's vocabulary development and subsequent behavioral and emotional difficulties via two potential mediating mechanisms; literacy and peer problems. Nationally representative data from 4,983 Australian children were used to examine trajectories of receptive vocabulary (4-5, 6-7, and 8-9 years) and hyperactivity-inattention, conduct problems and emotional symptoms (8-9, 10-11, 12-13, 14-15 years), and literacy and peer problems (8-9 years). Lower growth in vocabulary was related to trajectories of hyperactivity-inattention, conduct problems, and emotional symptoms. Read More

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http://dx.doi.org/10.1111/cdev.13219DOI Listing
January 2019

Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?

Child Dev 2019 Jan 25. Epub 2019 Jan 25.

Macquarie University.

We examined the cross-lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty-one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated that the relations across languages were unidirectional: Earlier reading predicted subsequent spelling. Read More

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http://dx.doi.org/10.1111/cdev.13218DOI Listing
January 2019

Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder.

Child Dev 2019 Jan 24. Epub 2019 Jan 24.

University of Oxford.

We followed children at family risk of dyslexia and children with preschool language difficulties from age 3½, comparing them with controls (N = 234). At age 8, children were classified as having dyslexia or Developmental Language Disorder (DLD) and compared at earlier time points with controls. Children with dyslexia have specific difficulties with phonology and emergent reading skills in the preschool period, whereas children with DLD, with or without dyslexia, show a wider range of impairments including significant problems with executive and motor tasks. Read More

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http://dx.doi.org/10.1111/cdev.13216DOI Listing
January 2019

Delayed Disaster Impacts on Academic Performance of Primary School Children.

Child Dev 2019 Jan 24. Epub 2019 Jan 24.

University of Melbourne.

Social disruption caused by natural disasters often interrupts educational opportunities for children. However, little is known about children's learning in the following years. This study examined change in academic scores for children variably exposed to a major bushfire in Australia. Read More

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http://dx.doi.org/10.1111/cdev.13200DOI Listing
January 2019

Adolescent Peer Relationship Qualities as Predictors of Long-Term Romantic Life Satisfaction.

Child Dev 2019 Jan 24. Epub 2019 Jan 24.

University of Virginia.

Adolescent-era predictors of adult romantic life satisfaction were examined in a multimethod, prospective, longitudinal study of 165 adolescents followed from ages 13 to 30. Progress in key developmental tasks, including establishing positive expectations and capacity for assertiveness with peers at age 13, social competence at ages 15 and 16, and ability to form and maintain strong close friendships at ages 16-18, predicted romantic life satisfaction at ages 27-30. In contrast, several qualities linked to romantic experience during adolescence (i. Read More

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http://dx.doi.org/10.1111/cdev.13193DOI Listing
January 2019

Measuring and Predicting Individual Differences in Executive Functions at 14 Months: A Longitudinal Study.

Child Dev 2019 Jan 21. Epub 2019 Jan 21.

University of Cambridge.

This study of 195 (108 boys) children seen twice during infancy (Time 1: 4.12 months; Time 2: 14.42 months) aimed to investigate the associations between and infant predictors of executive function (EF) at 14 months. Read More

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http://dx.doi.org/10.1111/cdev.13217DOI Listing
January 2019
1 Read

Impact of Literacy Interventions on Reading Skills in Low- and Middle-Income Countries: A Meta-Analysis.

Child Dev 2019 Jan 18. Epub 2019 Jan 18.

Florida State University.

Reading skills are foundational for daily lives, academic achievement, and careers. In this study, we systematically reviewed literacy interventions in low- and middle-income countries, and estimated their effects on children's reading skills using a meta-analytic approach. A total of 67 studies (N = 213,464) from 32 countries found in various databases (e. Read More

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http://doi.wiley.com/10.1111/cdev.13204
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http://dx.doi.org/10.1111/cdev.13204DOI Listing
January 2019
5 Reads

Does Child Likeability Mediate the Link Between Academic Competence and Depressive Symptoms in Early Elementary School?

Child Dev 2019 Jan 17. Epub 2019 Jan 17.

Johns Hopkins University.

The present study investigated the role of teacher-rated likeability as a mediator of the relation between low academic competence and depressive symptoms in elementary-aged children. Analyses focused on a sample of children at risk for child maltreatment living in Hawaii (n = 380). Structural equation modeling supported the hypothesized negative relations between academic competence in first grade and depressive symptoms in third grade controlling for correlated constructs (e. Read More

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http://dx.doi.org/10.1111/cdev.13214DOI Listing
January 2019
1 Read

Essentialization of Social Categories Across Development in Two Cultures.

Child Dev 2019 Jan 15. Epub 2019 Jan 15.

Boston University.

Children display an "essentialist" bias in their everyday thinking about social categories. However, the degree and form of this bias varies with age and with the nature of the categories, as well as across cultures. This project investigated the development of the essentialist bias across five social categories (i. Read More

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http://dx.doi.org/10.1111/cdev.13209DOI Listing
January 2019
1 Read

The Me in Memory: The Role of the Self in Autobiographical Memory Development.

Child Dev 2019 Jan 15. Epub 2019 Jan 15.

Abertay University.

This article tests the hypothesis that self-development plays a role in the offset of childhood amnesia; assessing the importance of both the capacity to anchor a memory to the self-concept, and the strength of the self-concept as an anchor. This research demonstrates for the first time that the volume of 3- to 6-year old's specific autobiographical memories is predicted by both the volume of their self-knowledge, and their capacity for self-source monitoring within self-referencing paradigms (N = 186). Moreover, there is a bidirectional relation between self and memory, such that autobiographical memory mediates the link between self-source monitoring and self-knowledge. Read More

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http://dx.doi.org/10.1111/cdev.13211DOI Listing
January 2019
1 Read

Good + Bad = ? Developmental Differences in Balancing Gains and Losses in Value-Based Decisions From Memory.

Child Dev 2019 Jan 15. Epub 2019 Jan 15.

Max Planck Institute for Human Development.

Value-based decisions often involve comparisons between benefits and costs that must be retrieved from memory. To investigate the development of value-based decisions, 9- to 10-year olds (N = 30), 11- to 12-year olds (N = 30), and young adults (N = 30) first learned to associate gain and loss magnitudes with symbols. In a subsequent decision task, participants rapidly evaluated objects that consisted of combinations of these symbols. Read More

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http://dx.doi.org/10.1111/cdev.13208DOI Listing
January 2019
1 Read

Connecting the Dots Between Past and Future: Constraints in Episodic Future Thinking in Early Childhood.

Child Dev 2019 Jan 12. Epub 2019 Jan 12.

University of California, Davis.

Preschoolers have limited capacity to use past experiences to prepare for the future. Two experiments sought to further understand these limitations. Experiment 1 (N = 42) showed that 3- to 4-year olds' difficulty performing anticipated future actions was constrained by their memory for relevant past actions, especially those including temporal information. Read More

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http://doi.wiley.com/10.1111/cdev.13212
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http://dx.doi.org/10.1111/cdev.13212DOI Listing
January 2019
6 Reads

Erratum.

Authors:

Child Dev 2019 Jan 28;90(1):314-315. Epub 2018 Nov 28.

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http://dx.doi.org/10.1111/cdev.13187DOI Listing
January 2019
1 Read

Role Fulfillment Mediates the Association Between Daily Family Assistance and Cortisol Awakening Response in Adolescents.

Child Dev 2019 Jan 10. Epub 2019 Jan 10.

University of North Carolina at Chapel Hill.

Family assistance (helping the family) is associated with both positive and negative psychological and biological outcomes during adolescence. However, the association between family assistance and the hypothalamic-pituitary-adrenal (HPA) axis remains unstudied. Thus, we assess how helping the family relates to adolescents' diurnal cortisol, an index of HPA activity, and psychological outcomes. Read More

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http://doi.wiley.com/10.1111/cdev.13213
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http://dx.doi.org/10.1111/cdev.13213DOI Listing
January 2019
5 Reads

Infant Attachment Insecurity and Baseline Physiological Activity and Physiological Reactivity to Interpersonal Stress: A Meta-Analytic Review.

Child Dev 2019 Jan 10. Epub 2019 Jan 10.

University of Denver.

This meta-analytic review (k = 5-10; N = 258-895) examined links between attachment insecurity and physiological activity at baseline and in response to interpersonal stress elicited by separation-reunion procedures in the early life course (1-5 years). Insecurity was trivially, nonsignificantly associated with baseline physiological activity (heart rate [HR]: g = -.06; respiratory sinus arrhythmia [RSA]: g = -. Read More

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http://doi.wiley.com/10.1111/cdev.13205
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http://dx.doi.org/10.1111/cdev.13205DOI Listing
January 2019
4 Reads

Third-Party Sociomoral Evaluations in Children With Autism Spectrum Disorder.

Child Dev 2019 Jan 8. Epub 2019 Jan 8.

Peking University.

We examined explicit and implicit processes in response to third-party moral transgressions in children with autism spectrum disorder (ASD). Twenty 4- to 7-year-old children with ASD and 19 typically developing controls evaluated dynamic visual stimuli depicting intentional or accidental harm to persons or damage to objects. Moral evaluations, eye fixations, and pupil dilations toward the stimuli were collected. Read More

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http://doi.wiley.com/10.1111/cdev.13206
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http://dx.doi.org/10.1111/cdev.13206DOI Listing
January 2019
14 Reads

The Interplay Between Multisensory Associative Learning and IQ in Children.

Child Dev 2019 Jan 8. Epub 2019 Jan 8.

La Trobe University.

This study assessed the developmental profile of unisensory and multisensory processes, and their contribution to children's intellectual abilities (8- and 11-year olds, N = 38, compared to adults, N = 19) using a simple audiovisual detection task and three incidental associative learning tasks with different sensory signals: visual-verbal with pseudowords, novel audiovisual, and visual-visual. The level of immaturity throughout childhood was dependent on both, the sensory signal type and the task. Associative learning was significantly enhanced with verbal sounds, compared to novel audiovisual and unisensory visual learning. Read More

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http://dx.doi.org/10.1111/cdev.13210DOI Listing
January 2019
1 Read

The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder.

Child Dev 2018 Dec 31. Epub 2018 Dec 31.

University of California, Davis.

In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12-30 months). Read More

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http://dx.doi.org/10.1111/cdev.13203DOI Listing
December 2018
1 Read

How Infants Arousal Influences Their Visual Search.

Child Dev 2018 Dec 31. Epub 2018 Dec 31.

Uppsala University.

The influence of arousal on visual attention was examined in 6.5-month-old infants (N = 42) in the context of a visual search task. Phasic increases in arousal were induced with brief sounds and measured with pupil dilation. Read More

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http://dx.doi.org/10.1111/cdev.13198DOI Listing
December 2018
1 Read

Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number-Specific Executive Function.

Child Dev 2018 Dec 31. Epub 2018 Dec 31.

Vanderbilt University.

Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Read More

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http://dx.doi.org/10.1111/cdev.13194DOI Listing
December 2018
1 Read

Family Stress Processes and Children's Self-Regulation.

Child Dev 2018 Dec 26. Epub 2018 Dec 26.

University of Virginia.

Economic hardship can affect children's development through child-caregiver interactions, which may mediate cascading effects of other family stress processes. This study examined, simultaneously, the relations of financial strain, caregiver general stress, and child-caregiver conflict-each measured at two time points-with child self-regulatory outcomes in a high-poverty sample (age 5-7 years; n = 343). Increase in child-caregiver conflict mediated negative relations between other processes and development of executive function. Read More

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http://dx.doi.org/10.1111/cdev.13202DOI Listing
December 2018
1 Read

Children's Initial Responses and Beyond: Effects of Niceness and Similarity on Preference, Giving, and Memory.

Child Dev 2018 Dec 20. Epub 2018 Dec 20.

Yale University.

This study assessed children's preference, giving, and memory to investigate the impact of social information over time. We compared 5- and 6-year-olds' (N = 144) immediate or delayed responses to an individual who does or does not share their toy preference (similar vs. dissimilar) or an individual who treats others kindly or poorly (nice vs. Read More

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http://dx.doi.org/10.1111/cdev.13196DOI Listing
December 2018
1 Read

Parent-Child Math Talk About Fractions During Formal Learning and Guided Play Activities.

Child Dev 2018 Dec 19. Epub 2018 Dec 19.

University of Maryland.

This study examined parent-child math talk within three contexts (formal learning; guided play; unguided play) in order to identify characteristics of activities supporting high-quality math engagement. Seventy-two dyads of parents and 4- and 5-year-olds were observed using a set of toy foods; instructions and materials varied across conditions. Parents and children engaged in the most math talk in formal learning; guided play also yielded more math talk than unguided play. Read More

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http://dx.doi.org/10.1111/cdev.13199DOI Listing
December 2018
2 Reads

Dual Language and English-Only Learners' Expressive and Receptive Language Skills and Exposure to Peers' Language.

Child Dev 2018 Dec 19. Epub 2018 Dec 19.

Loyola University Chicago.

This study examined dual language learners' (DLLs n = 24) and English-only (EO n = 20) children's expressive and receptive language in kindergarten (M  = 5.7 years) as well as the relation to peers' language use. Expressive language skills (vocabulary diversity, syntactic complexity) were measured in the fall, winter, and spring (2014-2015 year). Read More

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http://dx.doi.org/10.1111/cdev.13197DOI Listing
December 2018
2 Reads

Visual Constancies Amidst Changes in Handled Objects for 5- to 24-Month-Old Infants.

Child Dev 2018 Dec 19. Epub 2018 Dec 19.

University of Houston.

Manual skills slowly develop throughout infancy and have been shown to create clear views of objects that provide better support for visually sustained attention, recognition, memory, and learning. These clear views may coincide with the development of manual skills, or that social scaffolding supports clear viewing experiences like those generated by toddlers during active object exploration. This study used a head-mounted eye tracker to record 5- to 24-month-olds' object views during repeated mother-infant play sessions (Ns = 18). Read More

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http://dx.doi.org/10.1111/cdev.13201DOI Listing
December 2018
2 Reads

A Longitudinal Study on Stability and Transitions Among Bullying Roles.

Child Dev 2018 Dec 19. Epub 2018 Dec 19.

Cambridge University.

Trajectories of stability and change in bullying roles were examined through a longitudinal prospective study of 916 school students followed up biannually from age 11 to 17. Perpetrators and victims had relatively stable trajectories with most of the children remaining in the same role over time or becoming uninvolved. Bully/victim was the most unstable role with frequent transitions to perpetrators or victims. Read More

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http://dx.doi.org/10.1111/cdev.13195DOI Listing
December 2018
2 Reads

Maternal Perinatal and Concurrent Anxiety and Mental Health Problems in Early Childhood: A Sibling-Comparison Study.

Child Dev 2018 Dec 11. Epub 2018 Dec 11.

Norwegian Institute of Public Health and University of Oslo.

Do associations between maternal anxiety symptoms and offspring mental health remain after comparing differentially exposed siblings? Participants were 17,724 offspring siblings and 11,553 mothers from the Norwegian Mother and Child Cohort study. Mothers reported anxiety and depressive symptoms at 30 weeks' gestation, and 0.5, 1. Read More

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http://dx.doi.org/10.1111/cdev.13192DOI Listing
December 2018
2 Reads

Children's Facial Emotion Recognition Skills: Longitudinal Associations With Lateralization for Emotion Processing.

Child Dev 2018 Dec 6. Epub 2018 Dec 6.

Royal Holloway, University of London.

This is the first longitudinal study to evaluate the relations between hemispheric laterality for emotion processing and the development of facial emotion recognition (FER) skills, both of which show similar developmental trajectories. Five to 12-year-old children (N = 160) completed an emotion discrimination task, emotion matching task, identity matching task, and behavioral lateralization for emotion processing task at baseline and 1 year later. Lateralization at baseline predicted later emotion discrimination, whereas change in strength of lateralization across the year predicted emotion matching ability. Read More

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http://dx.doi.org/10.1111/cdev.13188DOI Listing
December 2018
2 Reads

Temperamental Emotionality Attributes as Antecedents of Children's Social Information Processing.

Child Dev 2018 Dec 5. Epub 2018 Dec 5.

University of Rochester.

This study examined temperament dimensions of emotion as precursors of children's social information processing (SIP) of stressful peer events. Two hundred and forty-three preschool children (M = 4.60 years) and their primary caregivers participated in two measurement occasions spaced 2 years apart. Read More

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http://dx.doi.org/10.1111/cdev.13191DOI Listing
December 2018
11 Reads

Discontinuity of Reference Hinders Children's Learning of New Words.

Child Dev 2018 Dec 5. Epub 2018 Dec 5.

Princeton University.

When referring to objects, adults package words, sentences, and gestures in ways that shape children's learning. Here, to understand how continuity of reference shapes word learning, an adult taught new words to 4-year-old children (N = 120) using either clusters of references to the same object or no sequential references to each object. In three experiments, the adult used a combination of labels and other object references, which provided informative discourse (e. Read More

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http://dx.doi.org/10.1111/cdev.13189DOI Listing
December 2018
1 Read

Bilingual Children Adapt to the Needs of Their Communication Partners, Monolinguals Do Not.

Child Dev 2019 Jan 4;90(1):98-107. Epub 2018 Dec 4.

University of Zurich.

We explored the ability of children to adapt their communication to the needs of their communication partner. Monolingual and bilingual 3-year-old children (N = 110) observed two puppets looking for puzzle pieces. One puppet showed its appreciation of the children's help, the other puppet wanted to solve the puzzle on its own. Read More

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http://doi.wiley.com/10.1111/cdev.13190
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http://dx.doi.org/10.1111/cdev.13190DOI Listing
January 2019
13 Reads

Changes in Cortical Sensitivity to Infant Facial Cues From Pregnancy to Motherhood Predict Mother-Infant Bonding.

Child Dev 2018 Dec 4. Epub 2018 Dec 4.

University of Toronto.

The transition to motherhood triggers changes in human brain structure that may facilitate mother-infant bonding. Although much research on maternal cortical responses to infant faces has focused on the postpartum period, no previous study has examined whether longitudinal functional changes in the maternal cortex during pregnancy and postpartum are associated with mother-infant bonding. Using electroencephalography, prenatal to postnatal changes in cortical sensitivity (P1, P2, late positive potential, N170 event-related potentials) to infant and adult faces were examined in relation to reported mother-infant bonding in 40 mothers (M  = 30. Read More

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http://doi.wiley.com/10.1111/cdev.13182
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http://dx.doi.org/10.1111/cdev.13182DOI Listing
December 2018
7 Reads

Accelerating the Development of Second-Order False Belief Reasoning: A Training Study With Different Feedback Methods.

Child Dev 2018 Nov 26. Epub 2018 Nov 26.

University of Groningen.

One-hundred-six 5-year-olds' (M  = 5;6; SD = 0.40) were trained with second-order false belief tasks in one of the following conditions: (a) feedback with explanation; (b) feedback without explanation; (c) no feedback; (d) active control. The results showed that there were significant improvements in children's scores from pretest to posttest in the three experimental conditions even when children's age, verbal abilities, or working memory scores were controlled for. Read More

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http://dx.doi.org/10.1111/cdev.13186DOI Listing
November 2018
1 Read

Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs.

Child Dev 2018 Nov 12. Epub 2018 Nov 12.

Lehigh University.

This study takes an ecological approach to examine how children with developmental language disorder (DLD) interact with their classmates within early childhood special education (ECSE) inclusive classrooms. Participants were 124 children with DLD, 56 children with other disabilities, and 247 typically developing children (M  = 52.42 months, SD = 6. Read More

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http://dx.doi.org/10.1111/cdev.13183DOI Listing
November 2018
1 Read

Effect of Cognitive Style on Topographical Learning Across Life Span: Insights From Normal Development.

Child Dev 2018 Nov 9. Epub 2018 Nov 9.

IRCCS Fondazione Santa Lucia of Rome.

Notwithstanding its well-established role on high-demanding spatial navigation tasks during adulthood, the effect of field dependence-independence during the acquisition of spatial navigation skills is almost unknown. This study assessed for the first time the effect of field dependence-independence on topographical learning (TL) across the life span: 195 individuals, including 54 healthy young-adults (age-range = 20-30), 46 teenagers (age-range = 11-14), and 95 children (age-range = 6-9) participated in this study. Field dependence-independence interacted with age in predicting TL. Read More

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http://doi.wiley.com/10.1111/cdev.13184
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http://dx.doi.org/10.1111/cdev.13184DOI Listing
November 2018
2 Reads

"It's Wrong to Exclude Girls From Something They Love." Adolescents' Attitudes About Sexism in Science, Technology, Engineering, and Math.

Child Dev 2018 Nov 9. Epub 2018 Nov 9.

University of Nevada.

The current research examined adolescents' attitudes about sexism in fields related to science, technology, engineering, and math (STEM). The ethnically diverse sample (61% East Asian) was composed of 629 adolescents (M  = 16.09) who attended a public school in the United States. Read More

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http://dx.doi.org/10.1111/cdev.13185DOI Listing
November 2018
21 Reads

Role of the Embodied Cognition Process in Perspective-Taking Ability During Childhood.

Child Dev 2018 Nov 8. Epub 2018 Nov 8.

Institute for Developmental Research.

This study examined developmental changes in Level-2 visual perspective taking (VPT2) in 90 children aged 4-12 years and tested the role of their ability to mentally simulate changes to their bodily locations (self-motion imagery; SMI). Performance of a mental toy rotation task and a self-motion (SM) task (changing location of children) was superior to that of VPT2 and SMI tasks. Task performance of SMI was better than that of VPT2 before 10;0 (years;months). Read More

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http://doi.wiley.com/10.1111/cdev.13172
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http://dx.doi.org/10.1111/cdev.13172DOI Listing
November 2018
7 Reads

Meeting in the Middle: The Role of Mutual Biracial Friends in Cross-Race Friendships.

Child Dev 2018 Nov 5. Epub 2018 Nov 5.

University of California, Los Angeles.

Social network analysis was used to examine the role of having a mutual biracial friend on cross-race friendship nominations among monoracial sixth-grade students (M  = 10.56 years) in two racially diverse middle schools (n = 385; n = 351). Monoracial youth were most likely to choose same-race peers as friends but more likely to choose biracial than different-race peers as friends, suggesting that racial homophily may operate in an incremental way to influence friendships. Read More

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http://doi.wiley.com/10.1111/cdev.13179
Publisher Site
http://dx.doi.org/10.1111/cdev.13179DOI Listing
November 2018
8 Reads

Maternal Parenting Stress, Child Exuberance, and Preschoolers' Behavior Problems.

Child Dev 2019 Jan 2;90(1):136-146. Epub 2018 Nov 2.

Singapore Institute for Clinical Sciences, Agency for Science, Technology and Research (A*STAR).

This study investigated whether child exuberance, an aspect of temperament related to emotion regulation, moderates the well-documented association between high parenting stress and increased risk for internalizing and externalizing problems during the preschool years. At 42 months of age child exuberance was observed in 256 children (47% girls) and maternal self-reports on parenting stress were obtained. At 48 months internalizing and externalizing problems were assessed through reports from both parents. Read More

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http://dx.doi.org/10.1111/cdev.13180DOI Listing
January 2019
20 Reads

Prenatal Maternal Stress and Child IQ.

Child Dev 2018 Oct 30. Epub 2018 Oct 30.

Erasmus MC - University Medical Center Rotterdam.

The evidence for negative influences of maternal stress during pregnancy on child cognition remains inconclusive. This study tested the association between maternal prenatal stress and child intelligence in 4,251 mother-child dyads from a multiethnic population-based cohort in the Netherlands. A latent factor of prenatal stress was constructed, and child IQ was tested at age 6 years. Read More

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Source
http://doi.wiley.com/10.1111/cdev.13177
Publisher Site
http://dx.doi.org/10.1111/cdev.13177DOI Listing
October 2018
7 Reads

The Reciprocal Relations Between Female and Male Play Partners and Aggression in Early Childhood.

Child Dev 2019 Jan 30;90(1):127-135. Epub 2018 Oct 30.

University at Buffalo and The State University of New York.

This study examined the relations between male and female play partners (PP) and relational (RA) and physical (PA) aggression in an early childhood short-term longitudinal study (N = 164, M  = 47.11 months, SD = 7.37 months). Read More

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http://dx.doi.org/10.1111/cdev.13178DOI Listing
January 2019
2 Reads

Do Children Distinguish Between Resource Inequalities With Individual Versus Structural Origins?

Child Dev 2018 Oct 29. Epub 2018 Oct 29.

California State University San Marcos.

This study investigated children's ability to distinguish between resource inequalities with individual versus structural origins. Children (3- to 8-years-old; N = 93) were presented with resource inequalities based on either recipients' merit (individual factor) or gender (structural factor). Children were assessed on their expectations for others' allocations, own allocations, reasoning, and evaluations of others' allocations. Read More

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Source
http://doi.wiley.com/10.1111/cdev.13181
Publisher Site
http://dx.doi.org/10.1111/cdev.13181DOI Listing
October 2018
4 Reads

The Relation Between Callous-Unemotional Traits, Psychosocial Maturity, and Delinquent Behavior Among Justice-Involved Youth.

Child Dev 2018 Oct 27. Epub 2018 Oct 27.

University of California, Irvine.

Callous-unemotional (CU) traits are a risk factor for severe and persistent patterns of juvenile delinquency. Given the influence of CU trait assessments in justice-system settings, it is important to determine whether the predictive utility of CU traits is conditional on the absence of protective psychosocial factors. Employing a sample of justice-involved male youth (N = 1,216, M  = 15. Read More

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Source
http://doi.wiley.com/10.1111/cdev.13176
Publisher Site
http://dx.doi.org/10.1111/cdev.13176DOI Listing
October 2018
11 Reads